Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = What do you know? - I am familiar with some games such as Minecraft - My experience with gaming is minimal.
W = What do you want to learn? - More information about gaming
- How I can incorporate this concept into the curriculum/classroom and make my lessons more engaging.
L = What have you learned? (we'll do this last one later)
I have now learned that I have been incorporating a small amount of gaming in my lessons a few years ago. Only on the basic level and my biggest downfall was not communicating the intentions of the game and a reflection. I will now be more conscious of doing this.
Reflection
At the moment I am still familiarizing myself with the terminology of gamification and GBL. I have now learnt the difference between these and how to use a padet.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.
EN3-6B A student uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
I have been required to teach Year 5 students grammar for 30 minutes once a week since the beginning of the year. Students are very difficult to engage during this topic and I think by incorporating gamification we will be able to achieve the following:
- A review of the concepts taught throughout the year
- A challenge to be put to the students to investigate the concepts taught
- Sense of achievement in identifying these and earning points for these
- Allowing part of the investigation to involve up to date media information
- Create a sense of purpose for students, with an outcome at the end.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
After playing a few of the games Trivia, Kahoot and Quizlet (I have played Skoolbo with my class before), I have realised there may be a few limitations to my idea. Some of the games required each students to be connected with a device, this is not possible at my school. I will need to stick to a teacher directed game using a whole class approach and rewards as an incentive.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)
Game Dynamics: The narrative has relevance as this has been uniquely chosen by the student. Progress occurs only if students continue to read a number of books. There are no incentives along the way to provide continual encouragement. There is no emotional connection, however for a K-2 student the relationship between a student and reader may be a positive impact.
Mechanics: The PRC presents a challenge to read an allocated number of books within a specified period of time. This is a personal challenge but no visible competition and no feedback throughout the process, only in the form of a certificate in the end.
Game Components: Certificate, In my opinion not enough of an incentive for students to get to the required number of books to be read. It seems only those who already enjoy reading would be likely to complete such a task.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.
(feel free to scan or photograph and upload your rubic to this page.)
This is a fun game, which has relevance to the geography curriculum. It seems as though it would appeal to a broader range of students and includes Game mechanics such as cooperation, chance, competition and challenges for students.
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
Game Thinking Planning Template
Lesson Outcomes
Based on EN3-6B students use correct sentence structure, grammar and vocabulary to respond to a variety of text.
Objective of the game is to review grammar components taught throughout the year in the form of jeopardy.
Goals are for students to work in teams and work together to earn as many points as possible. With simpler questions being worth a small amount of points and these increasing as the questions get harder.
Description of the Audience
This is a Year 5 class who I work with for 40 minutes once a week. I am an RFF teacher who has been asked to teach the students grammar. The students find it difficult to engage in this and I am feeling very positive about the introduction of a game such as this.
This group of students are very competitive and they enjoy challenges, which is also why I think this would be appropriate.
Time Constraints
The game will take place for 20 minutes one day a week.
Game Elements Game Dynamics
Students will be very excited at the prospect of a game, so set expectations need to be set regarding behaviour and organisation of groups.
Each week, the jeopardy game will focus on a different text. The first week I am basing it on Willy Wonka and the Chocolate Factory. The idea represents the old sweet tarts game based on Willy Wonka, where each level they go up students gain points, change characters with the end aspiring to a chocolate bar.
Progression will be recorded, so the aim is for students in these groups to beat their score from the previous week. If they do so, they will receive a chocolate bar. Students will be constantly interacting with one another.
Game Mechanics
The challenge is for students to acquire as many points as possible in the set 20 minutes. Lucky dip for a surprise component in the middle of the game.
Feedback will be consistent, as it must be provided to allow students to move to the next level.
The role of each student in the group must be determined to ensure each student gets a turn at answering the questions.
Game Components
Game will the format of Jeopardy. In a period of 20 minutes they will aim to acquire as many points as possible to win.
Fun Check
Game is a combination of easy increasing to hard fun and social fun. Students will begin answering easy questions and then these will get harder. Socially as students are working in a group they will have fun and communicate with each other.
Have you filled in the evaluation? Have you found the bonus level content?
Yes I have completed the evaluation and found the bonus level content. Thank you.
Sounds like a good start Peta. We would recommend you continue to refer back to your templates to include more Game Mechanics in your activities as you continue to refine your practice.
Badges & Rewards
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....K = What do you know?
- I am familiar with some games such as Minecraft
- My experience with gaming is minimal.
W = What do you want to learn?
- More information about gaming
- How I can incorporate this concept into the curriculum/classroom and make my lessons more engaging.
L = What have you learned? (we'll do this last one later)
I have now learned that I have been incorporating a small amount of gaming in my lessons a few years ago. Only on the basic level and my biggest downfall was not communicating the intentions of the game and a reflection. I will now be more conscious of doing this.
Reflection
At the moment I am still familiarizing myself with the terminology of gamification and GBL. I have now learnt the difference between these and how to use a padet.Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.EN3-6B A student uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
I have been required to teach Year 5 students grammar for 30 minutes once a week since the beginning of the year. Students are very difficult to engage during this topic and I think by incorporating gamification we will be able to achieve the following:
- A review of the concepts taught throughout the year
- A challenge to be put to the students to investigate the concepts taught
- Sense of achievement in identifying these and earning points for these
- Allowing part of the investigation to involve up to date media information
- Create a sense of purpose for students, with an outcome at the end.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
After playing a few of the games Trivia, Kahoot and Quizlet (I have played Skoolbo with my class before), I have realised there may be a few limitations to my idea. Some of the games required each students to be connected with a device, this is not possible at my school. I will need to stick to a teacher directed game using a whole class approach and rewards as an incentive.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)Game Dynamics: The narrative has relevance as this has been uniquely chosen by the student. Progress occurs only if students continue to read a number of books. There are no incentives along the way to provide continual encouragement. There is no emotional connection, however for a K-2 student the relationship between a student and reader may be a positive impact.
Mechanics: The PRC presents a challenge to read an allocated number of books within a specified period of time. This is a personal challenge but no visible competition and no feedback throughout the process, only in the form of a certificate in the end.
Game Components: Certificate, In my opinion not enough of an incentive for students to get to the required number of books to be read. It seems only those who already enjoy reading would be likely to complete such a task.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.(feel free to scan or photograph and upload your rubic to this page.)
This is a fun game, which has relevance to the geography curriculum. It seems as though it would appeal to a broader range of students and includes Game mechanics such as cooperation, chance, competition and challenges for students.
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.Game Thinking Planning Template
Lesson Outcomes
Based on EN3-6B students use correct sentence structure, grammar and vocabulary to respond to a variety of text.
Objective of the game is to review grammar components taught throughout the year in the form of jeopardy.
Goals are for students to work in teams and work together to earn as many points as possible. With simpler questions being worth a small amount of points and these increasing as the questions get harder.
Description of the Audience
This is a Year 5 class who I work with for 40 minutes once a week. I am an RFF teacher who has been asked to teach the students grammar. The students find it difficult to engage in this and I am feeling very positive about the introduction of a game such as this.
This group of students are very competitive and they enjoy challenges, which is also why I think this would be appropriate.
Time Constraints
The game will take place for 20 minutes one day a week.
Game Elements
Game Dynamics
Students will be very excited at the prospect of a game, so set expectations need to be set regarding behaviour and organisation of groups.
Each week, the jeopardy game will focus on a different text. The first week I am basing it on Willy Wonka and the Chocolate Factory. The idea represents the old sweet tarts game based on Willy Wonka, where each level they go up students gain points, change characters with the end aspiring to a chocolate bar.
Progression will be recorded, so the aim is for students in these groups to beat their score from the previous week. If they do so, they will receive a chocolate bar. Students will be constantly interacting with one another.
Game Mechanics
The challenge is for students to acquire as many points as possible in the set 20 minutes. Lucky dip for a surprise component in the middle of the game.
Feedback will be consistent, as it must be provided to allow students to move to the next level.
The role of each student in the group must be determined to ensure each student gets a turn at answering the questions.
Game Components
Game will the format of Jeopardy. In a period of 20 minutes they will aim to acquire as many points as possible to win.
Fun Check
Game is a combination of easy increasing to hard fun and social fun. Students will begin answering easy questions and then these will get harder. Socially as students are working in a group they will have fun and communicate with each other.
Have you filled in the evaluation? Have you found the bonus level content?
Yes I have completed the evaluation and found the bonus level content. Thank you.
Sounds like a good start Peta. We would recommend you continue to refer back to your templates to include more Game Mechanics in your activities as you continue to refine your practice.